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This analysis provides an ethical evaluation of the Professional Development Plan (PDP) from the perspective of sport and performance psychology. Grounded in the ethical frameworks referenced in the original paper—primarily the AASP Ethical Code (2011), the ACA Code of Ethics (2014), and the Forester-Miller and Davis (1996) ethical decision-making model—the critique highlights strengths and areas for ethical maturation.

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The PDP reflects thoughtful long-term planning, strong self-awareness, and an appreciation for competence and lifelong learning, aligning well with foundational ethical duties such as beneficence, fidelity, and nonmaleficence (ACA; AASP). The commitment to mentorship, self-care, CEU requirements, and ongoing supervision demonstrates adherence to boundaries of competence (AASP Standard 2; ACA C.2). The acknowledgment of working with diverse populations, including young athletes and corporate professionals, reflects ethical sensitivity toward client welfare and cultural context.

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From an ethical standpoint, the plan would benefit from a clearer articulation of how dual-role risks will be managed, particularly as the practitioner intends to work in both corporate and athletic environments. The AASP code (Standards 6, 9, 12, 18) cautions that overlapping roles, especially between consulting and potential clinical support, may introduce confidentiality conflicts and power dynamics requiring proactive planning. Similarly, the ACA code (A.6; D.1.g.; I.2.d.) emphasizes the need for clear role boundaries and explicit informed consent processes. The PDP could strengthen these components by describing how organizational expectations, confidentiality limitations, and competing interests will be disclosed and navigated.

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Technological competence is noted as a future goal, but ethical risks of telehealth—particularly HIPAA compliance, informed consent for distance services, and jurisdictional considerations (ACA H.1–H.2)—should be addressed explicitly. Given the practitioner’s intention to work with traveling athletes and executives, such clarification is central to ethical service delivery.

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Finally, while the PDP highlights authenticity and excellence, integrating the structured ethical problem-solving approach of Forester-Miller and Davis (1996) would provide a more robust framework for future dilemmas. Ethical preparedness is an essential component of professional identity formation, and a brief reference to how ethical decisions will be documented, supervised, and evaluated would strengthen adherence to professional norms.

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Overall, the PDP demonstrates strong foundational values and a commitment to competent, ethical practice. Incorporating explicit strategies for managing boundaries, organizational pressures, and technology-based services would further align the plan with AASP and ACA expectations.

 

References

American Association of Applied Sport Psychology. (2011). AASP code of ethics.

American Counseling Association. (2014). ACA code of ethics.

Forester-Miller, H., & Davis, T. (1996). A practitioner’s guide to ethical decision making.